Quality Management in Education

Introduction Improving the quality of education around the world has become an important activity as many institutions of higher education (colleges and universities) struggle to create better educational opportunities for their current and prospective students. According to various stakeholders in the education sector, quality management has become one of the fundamental components of higher education in the 21st century.Advertising We will write a custom term paper sample on Quality Management in Education specifically for you for only $16.05 $11/page Learn More The access to education is no longer an important fundamental component of education as quality education continues to gain centre stage in many educational institutions. Basic education is now deemed insufficient or incomplete if it is not accompanied by quality management in teaching and learning strategies. Quality education has gained a lot of importance as it is used in the development of excellence, knowledge and expertise which are vital aspects in the growth of an economy (Ali Shastri, 2009). Many educational institutions around the world have developed strategies that will be used in the establishment of higher education to ensure that there is quality in education provision. This has mostly been possible as a result of the increasing importance and value placed on leadership and leadership skills within organizations. Gaining good leaders to be established in the world is only possible when there are developed systems of higher education that will ensure efficiency and effectiveness remain as the sole criteria of evaluating performance (Ali Shastri, 2009). The purpose of this study will be to determine what institutions of higher learning have to do so as to achieve quality in their educational objectives, missions, visions, goals and strategies. The study will first discuss the aspect of quality and quality management in a general sense and then focus on how quality management is applied in educational institutions. Quality Management Quality management is part of the management strategies that are aimed at achieving quality goals within organizations through the execution of organizational activities such as planning, monitoring, control and quality assurance to ensure quality has been achieved in the business processes and operations of an organization.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Quality management is based on principles such as customer focus, cost leadership, product/service development and the continual improvement of a company’s operations so as to achieve a competitive edge in the market. The most commonly used quality management technique in organizations is the total quality management (TQM) approach which aims at improving the total quality of business operations within an organization (Cua et al, 2001). Other a pproaches that are used in quality management include ISO performance improvement standards (ISO certification), quality management systems, quality function deployment and the six-sigma quality management technique. The main objectives of all these quality management approaches are to organize the efforts of employees within organizations so that their work performance produces outputs that are of a high quality and standard (Anand et al, 2010). The main component of quality management is quality which is defined as the degree to which a certain group of intrinsic properties satisfy certain requirements. The term intrinsic properties refer to the innate or permanent properties that exist in certain aspects, matters or situations where these properties meet the expectations of outlined standards or requirements (Dahlgaard et al, 2002). Quality applies to products, services, business operations, organizational systems and interdependent processes that exist within an organization. Qu ality within organizations ensures that the products or services developed by organizations have met the requirements set by the organization’s managers or by the ISO standards that are used to determine the quality of an organization’s products (Cummings Worley, 2008). The concept of quality is based on positive and dynamic ideas that involve achieving the design of meaningful investments rather than negative aspects that lead to product or service defects. Because quality is both a dynamic and positive idea, it has the ability to continuously evolve making the concept an endless journey that has a deliberate purpose which is that of improving the standards of an organization.Advertising We will write a custom term paper sample on Quality Management in Education specifically for you for only $16.05 $11/page Learn More Quality and quality management are both customer-focused approaches that are meant to improve the processes of an organiz ation through the use of interdependent systems such as planning, evaluation, control and quality assurance (Mukhopadhyay, 2005). The current view of quality management in today’s modern organization is that it is a system made up of interdependent processes that have been linked in a lateral way meant to create a network of internal and external collaboration between suppliers and customers. These interdependent processes have been connected to represent the company’s mission and purpose so that it can be able to achieve its objectives and goals (Bilen, 2010). Another view of quality management is that the people (employees or workers) of an organization are the tools that give organizations a competitive edge over their rivals. It enables employees to contribute to the overall growth and success of the organization by allowing them to participate in leadership activities, creativity and intelligence building as well as managerial capacity building (Daft Marcic, 2008 ). Quality Management in Education Quality management in education is a fairly new concept as the main focus of education in the past has been on ensuring that there is a general accessibility to education by all. This focus has however shifted as more and more educational institutions focus on ensuring that there is accessibility to education that is of a high quality. According to Simin and Xuqing (2005), there are two views that exist on education quality with the first one stating that the quality in educational activities is usually reflected by the quality of students an institution of higher learning is able to churn out to the job market after it has measured their performance against the institutions objectives and goals. The second view of quality education is based on whether the products offered by educational institutions are able to fully maximize the potential and ability of students so that they can be contributing members of the society. These views propose the idea that education is based on the transformation of students so that they can be contributing members of the society (Sallis, 2002). Quality in the education sector is therefore measured on the type of input and output processes that take place in educational institutions. The input in education according to Ming and Hualin (2011) refers to teaching and learning strategies that are used to instill various concepts and methodologies to students while output refers to students who have actively been transformed through teaching and learning strategies.Advertising Looking for term paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The transformation of students does not only depend on the amount of teaching, training or research they have been given but also on their level of active involvement in the transformation process. This means that the same instructors or teachers working for the same educational institution cannot be able to produce the same cadre of students once the transformational process is over. Also, the active involvement of students in the transformation process varied in nature as every student has their own individual expectations of the learning exercise and also the type of outcomes that will be gained from once they have undergone educational transformation. Quality in education therefore refers to the type of educational activities that will be used to satisfy the requirements of the society by building and nurturing the intellectual capacity of students (Ming Hualin, 2011). Tribus (2010) developed quality principles based on the works of Edwards Deming to reflect quality in educatio n. According to Tribus, the first principle in quality education refers to the redefinition of education where the role of faculty advisors, deans, lecturers and student advisors is translated to reflect quality provision of educational services. This principle discusses how various educational providers work within a system similar to that of an organization. The job of the faculty head or vice chancellor of the institution is to work on the system so as to constantly improve it continuously with other members of staff. Constant improvement refers to finding better ways of improving the quality of education with institutions of higher learning (Tribus, 2010). The second principle of quality in education according to Tribus (2010) is that quality improvement is the answer to any educational problem that might be experienced within the educational institution. This principle involves determining the customer’s perceptions of quality and using this perception to develop educati onal programs that will meet their expectation. According to Pfeifer (2002), the quality of any process is usually defined by the type of customers included in the transformation process. Quality management views the customer as the person who is next in line to receive a service or purchase a product and quality will therefore depend on the type of process that is used to meet the expectations of the customer. This according to Tribus (2010) gives rise to an internal customer which in the education context refers to students who are customers of course instructors. The third principle proposed by Tribus (2010) in explaining quality in education is the process over product principle where attention is placed on the process that is used to develop or improve the product. In the educational context, this principle can be translated to mean that if the student’s performance is to be improved, attention needs to be focused on the teaching or learning process and not on the passin g of examinations. This means that the individual potential of students needs to be discovered so that the level of development in the student can be used to develop suitable learning or teaching strategies. Attention is therefore not focused on evaluating and defining the potential of the student but on developing learning techniques that will be used to develop problem-solving abilities. The application of this principle in the quality management of education in higher education institutions involves both the teacher and the learner working together to improve the educational process of the student (Tribus, 2010). The fourth principle of quality in education is the perversity principle which involves improving the performance of a system of people, processes, procedures and practices where goals and objectives are developed for the individual parts of the system. The most commonly used quality management technique in implementing this principle is the management by objectives (MBO ) approach where the manager and subordinate agree on what the subordinate needs to accomplish so as to meet organizational targets. In the educational context, the course instructor and student agree on the course objectives that the student needs to achieve for them to be able to excel and meet their educational requirements (Tribus, 2010). These principles demonstrate quality management in education is depicted in terms of its impact on the students who are targeted by educational programs. Quality management in education targets the improvement of teaching and learning processes so as to transform students during the learning process. Quality management is therefore an inevitable factor that will be used by institutions of higher education to shape their teaching processes so that they can be able to satisfy the various expectations of stakeholders such as parents, students and the society at large. Quality management will ensure that educational goals and objectives developed b y academic institutions have been met and satisfied (Sahney et al, 2004). Application of Quality Management in Universities The basic roles and functions of higher education include seeking and cultivating new knowledge that will enable students to engage in the vigorous pursuit of information, providing the right kind of leadership skills that will help individual learners to develop their potential, equip society with competent individuals who will be trained in various professions and also promote equality or social justice to reduce any instances of social and cultural differences that might arise without any form of education. Higher education in universities and other institutions of learning also seeks to foster teacher student relationships that will instill certain attitudes and values that are needed to develop individuals as well as bring universities/colleges closer to the society at large through the extension of knowledge (Ali Shastri, 2009). Quality management in hig her education is made up of dimensions such as consistency where the education process seeks to provide quality that is consistent in nature, fitness to purpose where quality meets the customer’s specifications, value for money where students pay for course programs in return for efficiency and effectiveness and transformative educational dimensions where education is viewed as an ongoing process that is meant to transform and empower students. Quality management in education therefore seeks to incorporate the above-mentioned dimensions to ensure that there is quality higher education (Becket Brookes, 2008). To be able to achieve total quality management in higher education, universities and colleges need to first create an awareness of the need for quality improvement in their educational programs. This will involve identifying the various segments of teaching or learning programs that are in need of improvement and then informing the relevant actors of the need for change or improvements. Once this is done, goals need to be developed and set to ensure that there is a continuous improvement of the educational programs within the institutions of learning. Once the goals have been set, the next step will involve building organizational frameworks and institutions that will be used to achieve the set out goals (Borahan Ziarati, 2002). These frameworks will include establishing quality councils and selecting project teams for these councils that will be used to achieve quality goals. These frameworks will then be used for quality training where course instructors and lecturers will be trained on how to provide quality education to students. The progress made in quality educational improvement will be monitored to note if there are any inconsistencies in the improvement exercise and also any successes in the programs will be recorded for future developments and improvements. Such strategies and steps can be used by institutions of higher learning to impro ve the quality of education so that students can be able to achieve excellence in their studies (Bogue Bingham, 2003). When it comes to determining how these strategies can be used to improve the quality of education, certain aspects need to be considered for quality management to be successful. These aspects include the inputs, processes and outputs that make up the educational system where inputs include the transformational processes used to in part knowledge to students. Inputs are used within the transformation process to be transformed into outputs that are released back into the external environment. In the context of education, inputs are the human, physical and financial resources needed to make higher educational courses successful and they include students, faculty members and administrators (Hodson Thomas, 2003). Processes on the other hand refer to various operations or actions that are used to transform the inputs into outputs that can be measured against set out goa ls and objectives. The educational process involves a series of actions that are used to train, teach and transform students through educational programs, courses and classroom sessions. The transformational process within an institution of higher learning involves activities that are meant to disseminate knowledge while at the same time conduct research which will be beneficial to the learning process. Outputs are the tangible outcomes of the transformational process and they can either be value addition outcomes which include student employment, examination results and earnings or intangible outcomes which include educated people, contributing members of the society and contributing members of research work (Koslowski, 2006). These three aspects need to be considered when designing quality management systems that will be used to improve education in higher institutions. Once the suitable frameworks have been identified for improving inputs, processes and outputs, extension activit ies will be developed to apply these frameworks in the real educational context. Since the educational system does not operate in isolation, the extensional activities have to incorporate certain factors that exist in the external environment such as socio-cultural factors, economic factors, technological and political factors. These factors need to be considered as quality education ensures that the various problems within society can be solved. Extensional activities will therefore ensure that quality management in education has been directed towards promoting the development of the local community (Pratasavitskaya Stensaker, 2010). Conclusion The purpose of this study has been to assess the concept of quality management in higher educational institutions and also what strategies can be used to achieve quality management in educational programs. The discussion has focused on the aspect of quality in the general context and also in the education setting by identifying the various aspects that are used to improve organizational operations and processes. Quality in organizations involves ensuring the goods, services and processes used within organizations have met certain requirements or standards such as the ISO quality standards. Quality in education on the other hand involves transformational processes that will be used to improve the outputs of the learning process. The study has propagated various techniques and steps that educational institutions can use to improve the delivery of educational content to their students. References Ali, M., Shastri, R.J., (2009). Implementation of total quality management in higher education. Asian Journal of Business Management, 2 (1): 9 -16 Anand, G., Ward, P.T., Tatikonda, M.V., (2010). Role of explicit and tacit knowledge in six sigma projects: an empirical examination of differential project success.  Journal of Operations Management, 28(4): 303- 315 Becket, N., Brookes, M., (2008). Quality management practice in higher education: what quality are we actually enhancing? Journal of Hospitality, Leisure, Sport and  Tourism Education, 7(1): 40-54 Bilen, C., (2010). Total quality management in higher education institutions: challenges and future directions. International Journal of Productivity and Quality  Management. 5(4): 473-492 Bogue, E.G., Bingham, H. K., (2003). Quality and accountability in higher education. Cincinnati: Praeger Publishers Borahan, N.G., Ziarati, R., (2002). Developing quality criteria for application in higher education sector in Turkey. Total Quality Management, 13(7): 913-926 Cummings, T.G., Worley, C.G., (2008). Organization development and change. Mason, Ohio: Cengage Learning Cua, K.O., McKone, K.E., Schroeder, R.G., (2001). Relationships between implementation of TQM, JIT and TPM and manufacturing performance. Journal  of Operations Management, 19(6): 675-694 Daft, R.L., Marcic, D., (2008). Understanding management. Mason, Ohio: South Western Cengage Le arning Dahlgaard, J.J., Kristensen, K., Kanji, G.K., (2002). Fundamentals of total quality  management: process analysis and improvement. London, UK: Taylor and Francis Hodson, P., Thomas, H., (2003). Quality assurance in higher education: fit for new millennium or simply year 200 compliant. Higher Education, 45(3): 375-387 Koslowski, A.F., (2006). Quality and assessment in context: a brief review. Quality  Assurance in Education, 14(3): 277-288 Ming, L., Hualin, Z., (2011). Research and discussion on the education quality  construction for colleges and universities. Zhengzhou, China: Zhengzhou Institute of Aeronautical Industry Management Mukhopadhyay, M., (2005). Total quality management in education. New Delhi, India: Sage Publications Limited. Pfeifer, T., (2002). Quality management. Munchen, Germany: Hanser Verlag Pratasavitskaya, H., Stensaker, B., (2010). Quality management in higher education:towards a better understanding of an emerging field. Quality in Higher Ed ucation, 16(1); 37-50 Sallis, E., (2002). Total quality management in education. London, UK: Kogan Page Limited Sahney, S., Banwet, D.K., Karunes, S., (2004). Conceptualizing total quality management in higher education. The TQM Magazine, 16(2): 145- 159 Simin, W., Xuqing, Z., (2005). Educational quality and control modes of mass storage of higher education. Journal of Technology College Education. 10: 105-106 Tribus, M., (2011) Quality management in education. California: Exergy Incorporated This term paper on Quality Management in Education was written and submitted by user Eileen Obrien to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Palestine

Palestine Palestine Palestine is a place rich in culture and nationalism, but has a tragic history. Palestine was once a great country that demanded respect at all levels, but after World War II this country was crushed to make way for Israel. Thousands of Palestinians were uprooted and were sent to refugee camps in Jordan, Lebanon, and else ware to make room for Jews that were pouring out of Europe after WWII. Palestine should be granted sovereignty and all its territories returned because what the United Nations did to them is out right appalling.Yasser Arafat is a great man that lived through this upheaval and simply wants what is rightfully his. I say he is a great man because like Cesar Chavez both men fought and are fighting for the rights of their people and what they are entitled too. He has been labeled by Israel as man that supports terrorism which is not so because they are combating an enemy (Israel) that has taken their land, destroyed families, and is killing his people.Yasser Ar afat in a Southern Lebanon refugee camp.Israel claims to be the victim, but the Palestinian people are the real victims because they have done no wrong and have been robbed of their livelihoods. Palestinians have been held hostage by Israel since 1962 on a small plot of land which is not even suitable for animals. Palestinians are limited in their rights and are under constant threat by Israel.Palestine is forbidden to maintain an army and depend on militias to help them combat the enemy. Israel considers HAMAS and The Islamic Jihad terrorists organizations because those two groups refuse to lie down and allow Israel to trample on their rights as human beings. I hope that some day Palestine will once again become a great nation and flourish like Mexico after...

Aquaintance Rape of College Students Essay Example | Topics and Well Written Essays - 750 words

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The Tudor Life In England History Essay

The Tudor Life In England History Essay People abusing the person in the pilloryThe Pillory and the Stocks; the pillory is a t-shaped box where the victim would place their head and arms inside. As others passed by they would throw food at the person and taunt and jeer at he/she, it was very humiliating. The stocks were used the same way, except that their feet were bound.http://www.duhaime.org/Portals/duhaime/images/pillory.jpg Ducking stools (especially for those women accused of witchcraft); Accused witches, were tested. They were dunked into a river to see if they were innocent or guilty. If the women had floated, they were considered a witch and would be sentenced to be burnt at stake, if they sunk, then they were innocent. Unfortunately if the women were innocent, she would have drowned anyway. Boiling in oil water or lead; (usually reserved for poisoners); for attempted murder you could be sentenced of the punishment of being boiled alive in hot water or lead. Cutting off various parts of the anatomy nose, hands, ears etc; depending on the crimes committed, you could be sentenced to decapitation of your body parts. If someone stole from the market, they could get their hand(s) chopped off. The gossips bridle or the brankThe Gossips Bridle or the Brank; for women who gossiped or spoke to freely, they would place a large iron framework over their heads, which formed a type of cage. There was a metal stripped placed so it could fit inside the mouth, and it would either have been sharpened or placed with spikes to a certain extent so that any movement of the tongue would inflict much pain and damage.woman wearing a brank The Drunkards Cloak; the punishment for public drunkenness, is quite astonishing. The drunk would be forced and fitted into a don barrel and wander through the town while local villagers laughed and taunted the drunk. Big holes were cut for the persons feet, head and arms. Being beaten; for poor Tudors who begged, they would be beaten until they passed the stones that marked the town parish boundary. The result was very gruesome and so were the beatings. Beheading; beheading was considered less degrading, noblemen would generally be placed with punishment of beheading. Sometimes it took several blows just to decapitate the head. The head would sometimes be placed on spikes on the London Bridge or other areas. This punishment was held in public for many to witness. Tudor schools: Not many children attended school, as they were mostly poor or had too much work in their lives (like farming). Although those that did go to school were mainly sons of wealthy and noble families. Remember that only boys would mostly go to school, as it usually wasnt considered worth the money to send a girl to school. Girls would either be kept home, attending with the house work or sent out to make money for their family. There were 2 types of schools in Tudor times The petty school ( teaching young children to read) The grammar school (teaching the children Latin and mathematics, religion etc) Boys began their school at the age of 4 and moved to grammar school when they were 7 years old. Basically it was meant that boys were educated to work, as girls were taught for marriage and operating a household. Boys were to attend 6 days a week. School started at 7:00 am in winter and 6:00 am in summer, both ending at 5:00 pm. This was a very large amount of time spent for the boys. Unfortunately no long holidays were offered to the boys. Schools would close for 16 days at Christmas and a short 12 days at Easter, and there were no summer holidays. A Tudor class could contain up to as many as 60 pupils! Much of the time was spent learning long passages from textbooks by heart, not only would this keep them quiet, but it would also save currency on buying books. The main subjects Tudor classes learnt were: Latin, Arithmetic, Divinity (religious Study), and English literature. Pupils would have to do writing with quill pens made from feathers, which would have to be sharpened frequently to make it work. Teachers were extremely strict with tolerance of the boys. They would often beat the boys with birches if they did wrong. A birch is specially designed type of cane used to inflict a lot of pain. It wasnt a useful method as some pupils would be too scared to attend school because of the beatings. Teachers used to give 50 strokes of the birch. But for wealthy pupils they could afford a whipping boy and whenever the wealthy pupil got in trouble, the whipping boy would receive the consequence. For school sports, it was a custom to bring money on Shrove Tuesday. Where then the schoolmaster would buy a fighting cock and tie it to a post. The game was that the boys where to take turns throwing sticks at the cock. If a boy hit the cock, it was his. If everybody hit the cock it belonged to the school master. Tudor cures/medicines Tudor times were very unhealthy. And from that it produced many illnesses and ridiculous cures. Following are some reasons why many Tudors had health issues : Open sewers ran through the streets and carried many diseases Toilets were only a hole in the ground outside the owners back door. Water came from village pumps, which meant that the water was taken from a local river, and that river would be full of filth from the town. Country people developed their own medicines for a cheap price, using herbs. But would you realise that you are buying from a person who didnt know the importance of washing their hands when handling your medicine. The Tudors did not realise that plagues were carried by fleas, making it harder to produce cures. People who travelled across certain areas carried different diseases that would spread to others and so on, causing a pandemic. The streets and villages were not so well looked after. Homeless people would sleep on the streets; people would get rid of their garbage in unhygienic ways. Littering on the streets was also a problem. These common illnesses had very interesting Methods of curing them: Headache; drink a mixture of lavender, bay, rue, roses, sage and marjoram. Or press a hangmans rope to your head Bad chest; consume a mix of the herbs thyme, campanula and hyssop. Rheumatism; wear the skin of a donkey Gout (swollen foot); capture a red haired dog and boil it in oil, also add worms, pigs marrow and herbs. Make it a mixture and place it on the affected area of the foot Deafness; make a mixture of the gall of a hare and the grease of a fox, then apply in the ear. Baldness; shave the head and smear with the grease of a fox. Or wash the head with a mixture of juice beetles. Or, crush garlic and gently rub it in the head and wash in vinegar. Plague; place the herb, rue alongside your windowsill. Small pox; hang red curtains around the bed of the patient; apparently the red light is the cure. Or burn leather which produces smoke to kill off the plague. Head lice; pour the liquid tobacco juice onto your scalp Jaundice (bad liver); carefully swallow nine lice dipped in ale, continue this each morning for a week. Tudor food: Tudor women, men and children in England drank beer, sherry, mead and cider and milk. This is because the water was not capable of being consumed unless boiled, only very poor Tudors would drink water. Common vegetables in the Tudor period were cabbages, onions, cauliflower, cucumbers, leeks, lettuce, spinach and turnips. The vegetables Brussels sprouts and broccoli were rare in the Tudor period. Common fruits were apples, strawberries, pears, plums, blackberries, melons, raspberries and lemons. It was believed that fruit was not good for you in the 16th century. So the rich ate preserved fruits like apple tarts. The poor could not afford preserved fruits. On certain days by law, Tudors had to eat fish instead of meat. This was made because of religious reasons, but in the Elizabethan era, it was to support the fishing industry as well. Poor Tudors had a dreary and unhealthy diet. They would only have a cooked meal once a day. Consisting of strips of meat or vegetables (if they could afford) also bread, cheese and maybe onions. This would give them very little energy for their day and make them extremely hungry. Their main source of food was bread.http://3.bp.blogspot.com/_1FdJyHYd7q4/TGGP1QiafBI/AAAAAAAABqY/kCmUBWdhowE/s1600/Tudor-seamen%27s-meal.jpg A setting of what a rich Tudor would eatThe rich Tudors could buy or hunt a range of meats. And they could buy rare fruits and vegetables as well. The rich would eat enough meat, but not enough vegetables. They had an unhealthy diet. Many Tudors used spices. Most of the food was heavily salted. It also could disguise the fact of rotten meat. The spices include cinnamon, cloves, salt, garlic, vinegar and sugar. Sugar was a rare luxury; surprisingly it was also used on meat. It sweetened foods and even disguised some that were rotten. During Easter, hot cross buns were made, but not always eaten as they were considered and kept as lucky charms instead. During Christmas, Tudors enjoyed having mince pies. The pies had a great significance as they had ingredients that represented Jesus Christ. Which were raisins, currants, prunes, cloves, mace, black pepper, saffron and a few others. End of the Tudors: Elizabeth (the last of the Tudor line) died at the age of 69, in 24th march, 1603. After her death, many began to reflect one of Englands greatest periods. The Tudor period, lasting 118 years that altered the lives of the English people. http://www.woodlands-junior.kent.sch.uk/Homework/tudors/images/march/life.jpg Tudor Life

Motherhood Under Slavery in Tony Morrison’s Beloved Essays -- Beloved

Tony Morrison’s novel Beloved, explores how slavery effects of the lives of former slaves. Morrison focuses more specifically on how the women in these situations are affected. One of the main areas affected in the lives of these women is motherhood. By describing the experiences of the mothers in her story (primarily Baby Suggs and Sethe) Morrison shows how slavery warped and shaped motherhood, and the relationships between mothers and children of the enslaved. In Beloved the slavery culture separates mothers and children both physically and emotionally. Sethe has a strong maternal instinct and sees her children as a part of herself. They rightfully belong to her. However her maternal ownership of her children is not recognized by the culture of slavery. As a slave she cannot own anything (Mock 118). Therefore while they are enslaved neither Baby Suggs nor Sethe really own their children. In the slavery culture both the mothers and the children are considered as property of their white owners. As property, their rights as mothers are made void and they have no say about the lives of their children. To the owners a slave woman’s primary value is in her reproductive ability. The female slave is seen as giving birth to property, and therefore capital in the form of new slaves. (Liscio 34). The owner has the ability to use and dispose of this new property as they wish. Therefore children could be sold without any regards for their feelings of the feelings of their mother. In the novel Baby Suggs states she has given birth to eig ht children, however she only gets to keep one that she sees grow into adulthood. By the end of her life slavery has stolen all of her children from her: You lucky. You got three left. Three pull... ...the two of them. The Slavery culture in the novel has restricted both Baby Suggs’s and Sethe’s ability to mother their children. It has altered motherhood from the ideal and transformed it into something barely recognizable. Works Cited Liscio, Lorraine. â€Å"Beloved’s Narrative: Writing Mother’s Milk.† Tulsa Studies in Women’s Literature, Vol.11, No.1 (Spring, 1992): 31-46. JSTOR. Web. 27. Oct. 2015. Mock, Michelle. â€Å"Spitting out the Seed: Ownership if Mother, Child, Breasts, Milk, and Voice in Toni Morrison’s Beloved.† College Literature, Vol. 23, No.3 (Oct, 1996): 117-126. JSTOR. Web. 27. Oct. 2015. Morrison, Toni. Beloved. New York: Vintage International, 2004. Print. Wyatt, Jean. â€Å"Body to the Word: The Maternal Symbolic in Toni Morrison’s Beloved.† PMLA, Vol. 108, No.3 (May, 1993): 474-488. JSTOR. Web. 27. Oct. 2015.

Restoration Period

The restoration is an interesting time in history. People from all over the world, especially Europe, were moving to American. It was during this time that the colonies rebelled and we soon became our own nation. When the period started England had just ended a 20 year civil war. The plague had killed many and England was finally settling down. When the restoration was starting, most authors still modeled everything they did on the classics: Greek, Roman, etc. People were starting to gain an understanding of the world and be less superstitious.With all of the new reasons for things being given by science, religion had to change too. This was also when the smaller minorities of society became more ignored and repressed. But when the puritans fell out of power things started to happen. Theaters re-opened, satire appeared, and so did journalism. The Restoration period was marked by an advance in colonization and overseas trade, by the Dutch Wars, by the great plague (1665) and the great fire of London (1666), by the birth of the Whig and Tory parties, and by the Popish Plot and other manifestations of anti-Catholicism.In literature perhaps the most outstanding result of the Restoration was the reopening of the theaters, which had been closed since 1642, and a consequent great revival of the drama (see English literature). The drama of the period was marked by brilliance of wit and by licentiousness, which may have been a reflection of the freeness of court manners. The last and greatest works of John Milton fall within the period but are not typical of it; the same is true of John Bunyan's Pilgrim's Progress (1678).The age is vividly brought to life in the diaries of Samuel Pepys and John Evelyn, and in poetry the Restoration is distinguished by the work of John Dryden and a number of other poets. Restoration literature, English literature written after the Restoration of the monarchy in 1660 following the period of the Commonwealth. Some literary historians speak of the period as bounded by the reign of Charles II (1660–85), while others prefer to include within its scope the writings produced during the reign of James II (1685–88), and even literature of the 1690s is often spoken of as â€Å"Restoration. By that time, however, the reign of William III and Mary II (1689–1702) had begun, and the ethos of courtly and urban fashion was as a result sober, Protestant, and even pious, in contrast to the sexually and intellectually libertine spirit of court life under Charles II. Many typical literary forms of the modern world—including the novel, biography, history, travel writing, and journalism—gained confidence during the Restoration period, when new scientific discoveries and philosophical concepts as well as new social and economic conditions came into play.There was a great outpouring of pamphlet literature, too, much of it politico-religious, while John Bunyan’s great allegory, Pilgrim’s Pr ogress, also belongs to this period. Much of the best poetry, notably that of John Dryden (the great literary figure of his time, in both poetry and prose), the earl of Rochester, Samuel Butler, and John Oldham, was satirical and led directly to the later achievements of Alexander Pope, Jonathan Swift, and John Gay in the Augustan Age. The Restoration period was, above all, a great age of drama.Heroic plays, influenced by principles of French Neoclassicism, enjoyed a vogue, but the age is chiefly remembered for its glittering, critical comedies of manners by such playwrights as George Etherege, William Wycherley, Sir John Vanbrugh, and William Congreve. (For further discussion of this period, see English literature: The Restoration. ) King Charles I was executed in the January of 1649. He was the supreme King of Britain, with suzerainty over England, Scotland and Ireland. However, he earned a lot of disrespect from the Parliament for his preposterous theory known as Divine Rights of Kings.The Parliament feared he was turning into an absolutist monarch and would eventually sideline the democracy that was so carefully established in Britain. In his final years, he was engaged in Civil Wars. The First English Civil War (1642) was against the Parliament and the Puritans of England. He was defeated in this War in 1645, but he continued his ideologies. In 1948, there was a Second Civil War, and he was defeated again in 1649. This time, he was captured, tried, convicted and finally executed for treason. The Parliament took over, formed a republic that came to be known as the Commonwealth of England.Monarchy, apparently, came to an end. Restoration of Monarchy by Charles II But, what seemed to be an end for monarchy actually turned out to be only a pause. 11 years later, in 1660, Charles I's son, Charles II assumed monarchy once again. The resurgence of monarchy was brought about by a series of historically significant incidents. One of the main leaders of the republi can government formed after Charles I was Oliver Cromwell, who was by title the Lord Protector of England, Scotland and Ireland. He was also the commander of the armies that fought against Charles I in the English Civil Wars.Old Ironsides, as he was referred to, valiantly brought England, Scotland and Ireland under a unanimous republican rule after the execution of Charles I, and he was in fact one of the main persons responsible for his execution. Oliver Cromwell died in 1658 of a host of ailments. Historians attribute his death to malaria and urinary infections, but there could have been several other reasons. Cromwell was succeeded by his son Richard as the Lord Protectorate. However, Richard was not popular with the Army. The Army was prompt in removing him.Several other transfers of power later, Charles II issued what is known as the Declaration of Breda on April 4, 1660. This declaration was to lay down the fact that he was interested in accepting the Crown of England. Taking into consideration the various failed seizes of power in England, the Parliament accepted the terms. On 8 May, 1649, the Parliament accepted that Charles II had been the lawful monarch of England after the death of Charles I. Charles II returned from The Hague, where he was exiling, and assumed monarchy of England. This is what is known as the English Restoration.

What Makes a Student Successful

What Makes a Student Successful? Marie Biays ENG102 – English Composition Colorado State University – Global Campus Professor Jennifer Naimark November 10, 2012 What Makes a Student Successful? Some would say success is based on the determination of the student or how well of an educator a teacher is. I believe that success is based on my determination. I do not quit anything I have started. Quitting to me is the easy way out. There are certain deeds that a person can take in order to become a good student. In order to do so, he must embody certain characteristics.These characteristics are innate for many, but those who do not currently have them can develop them. Just as someone can take actions to become a good student, he can also take actions to develop the characteristics of a successful student. Develop an attitude and passion for learning by remaining curious and inquisitive. Use your curiosity to help you become a professional researcher. Remember to have an ope n mind and to remain as objective as possible while conducting research. Stay open-minded in order to use the information collected during research, to develop analytical and critical thinking skills.Become the type of student that studies academics instead of one who simply attends classes. Take the initiative to study on a daily and regular basis without requiring instruction to do so. Make learning a priority; this is a hard one for me because reading is not one of my favorite things to do. Have confidence and believe in your academic abilities. Be tenacious and persevere. Never succumb to an attitude of mediocrity. Responsibility is another characteristic every college student must have in order to be successful.Students who are responsible know what their tasks are and are always a step ahead. For example, if there is a party the night before an exam a student who wants to do excellent will study instead of going to the party (2008, 09, Characteristics of Successful College Stu dents). Develop self-discipline by using time wisely. Do what needs to be done, when it needs to be done, regardless of what you may not feel like doing. Refrain from being a procrastinator; another hard one for me, but I am working on it. Be continually and consistently prepared.Managing your time well helps you to stay on top of your work and to succeed as a student. If you've been assigned a heavy load of homework, use lunch hours and breaks to complete your assignments. Limit distractions by working in a quiet area such as a library, coffee shop or home office. Call a study partner when you need help, and take regular breaks to help you focus and stay on track. Developing listening skills will assist you in becoming a good student. But it’s not as easy as simply listening to the lecture or the lesson plan being presented.Concentrate on the subject matter, not how it is delivered to the class. Limit distractions by turning off all your electronic devices and going to a qui et area in your home or a nearby library. If you find yourself not paying attention, stay on track by taking notes and developing questions to ask your instructor. Be humble and realize that you can always learn more regardless of what you may already know and understand. Listen to and learn from your instructor. Learn from your mistakes and the mistakes of others.I am confident that if I develop the habits outlined above that I will see a major improvement in my academic success. In fact, I have already developed some of the habits outlined above and I have seen an improvement in my academic success. I look forward to more improvement! References (2008, 09). Characteristics of Successful College Students. StudyMode. com. Retrieved, November 10, 2012, from http://www. studymode. com/essays/Characteristics-Successful-College-Students-164896. html [Web log message]. (2011, July 29). Retrieved from http://blog. chegg. com/2011/07/29/10-habits-of-successful-college-students/

Life Expectancy in Every Country

Life Expectancy in Every Country The list below indicates estimated life expectancy of every country as of 2015, according to the U.S. Census Bureau International Data Base. Life expectancy from birth on this list ranges from a high of 89.5 in Monaco to a low of 49.7 in South Africa. The global average life expectancy for the entire planet is 68.6. Here are the top five highest life expectancies and the five lowest life expectancies: Highest Life Expectancies 1) 89.5 years - Monaco 2) 84.7 years - Singapore (tie)   2) 84.7 years - Japan (tie) 4) 83.2 years - San Marino 5) 82.7 years - Andorra Lowest Life Expectancies 1) 49.7 years - South Africa 2) 49.8 years - Chad 3) 50.2 years - Guinea-Bissau 4) 50.9 years - Afghanistan 5) 51.1 years - Swaziland Life Expectancy by Country Afghanistan  - 50.9Albania  - 78.1Algeria  - 76.6Andorra  - 82.7Angola  - 55.6Antigua and Barbuda  - 76.3Argentina  - 77.7Armenia  - 74.5Australia  - 82.2Austria  - 80.3Azerbaijan  - 72.2The Bahamas  - 72.2Bahrain  - 78.7Bangladesh  - 70.9Barbados  - 75.2Belarus  - 72.5Belgium  - 80.1Belize  - 68.6Benin  - 61.5Bhutan  - 69.5Bolivia  - 68.9Bosnia and Herzegovina  - 76.6Botswana  - 54.2Brazil  - 73.5Brunei  - 77.0Bulgaria  - 74.6Burkina  Faso - 65.1Burundi  - 60.1Cambodia  - 64.1Cameroon  - 57.9Canada  - 81.8Cape Verde  - 71.9Central African Republic  - 51.8Chad  - 49.8Chile  - 78.6China  - 75.3Colombia  - 75.5Comoros  - 63.9Congo, Republic of the  - 58.8Congo, Democratic Republic of the  - 56.9Costa Rica  - 78.4Cote dIvoire  - 58.3Croatia  - 76.6Cuba  - 78.4Cyprus  - 78.5Czech Republic  - 78.5Denmark  - 79.3Djibouti  - 62.8Dominica  - 76.8Dominican Republic  - 78.0East Timor (Timor-Lest e)  - 67.7Ecuador  - 76.6Egypt  - 73.7El Salvador  - 74.4Equatorial Guinea  - 63.9Eritrea  - 63.8Estonia  - 74.3Ethiopia  - 61.5Fiji  - 72.4Finland  - 79.8France  - 81.8Gabon  - 52.0The Gambia  - 64.6Georgia  - 76.0Germany  - 80.6Ghana  - 66.2Greece  - 80.4Grenada  - 74.1Guatemala  - 72.0Guinea  - 60.1Guinea-Bissau  - 50.2Guyana  - 68.1Haiti  - 63.5Honduras  - 71.0Hungary  - 75.7Iceland  - 81.3India  - 68.1Indonesia  - 72.5Iran  - 71.2Iraq  - 71.5Ireland  - 80.7Israel  - 81.4Italy  - 82.1Jamaica  - 73.6Japan  - 84.7Jordan  - 80.5Kazakhstan  - 70.6Kenya  - 63.8Kiribati  - 65.8Korea, North  - 70.1Korea, South  - 80.0Kosovo  - 71.3Kuwait  - 77.8Kyrgyzstan  - 70.4Laos  - 63.9Latvia  - 73.7Lebanon  - 75.9Lesotho  - 52.9Liberia  - 58.6Libya  - 76.3Liechtenstein  - 81.8Lithuania  - 76.2Luxembourg  - 80.1Macedonia  - 76.0Madagascar  - 65.6Malawi  - 53.5Malaysia  - 74.8Maldives  - 75.4Mali  - 55.3Malta  - 80.3Marshall Islands  - 72.8Mauritania  - 62.7Mauritius  - 75.4Mexico  - 75.7Micronesia, Federated States of  - 72.6Moldova  - 70.4Monaco  - 89.5Mongolia  - 69.3Montenegro  - 78.4Morocco  - 76.7Mozambique  - 52.9Myanmar (Burma)  - 66.3Namibia  - 51.6Nauru  - 66.8Nepal  - 67.5Netherlands  - 81.2New Zealand  - 81.1Nicaragua  - 73.0Niger  - 55.1Nigeria  - 53.0Norway  - 81.7Oman  - 75.2Pakistan  - 67.4Palau  - 72.9Panama  - 78.5Papua New Guinea  - 67.0Paraguay  - 77.0Peru  - 73.5Philippines  - 72.8Poland  - 76.9Portugal  - 79.2Qatar  - 78.6Romania  - 74.9Russia  - 70.5Rwanda  - 59.7Saint Kitts and Nevis  - 75.7Saint Lucia  - 77.6Saint Vincent and the Grenadines  - 75.1Samoa  - 73.5San Marino  - 83.2Sao Tome and Principe  - 64.6Saudi Arabia  - 75.1Senegal  - 61.3Serbia  - 75.3Seychelles  - 74.5Sierra Leone  - 57.8Singapore  - 84.7Slovakia  - 76.7Slovenia  - 7 .80Solomon Islands  - 75.1Somalia  - 52.0South Africa  - 49.7South Sudan  - 60.8Spain  - 81.6Sri Lanka  - 76.7Sudan  - 63.7Suriname  - 72.0Swaziland  - 51.1Sweden  - 82.0Switzerland  - 82.5Syria  - 75.6Taiwan  - 80.0Tajikistan  - 67.4Tanzania  - 61.7Thailand  - 74.4Togo  - 64.5Tonga  - 76.0Trinidad and Tobago  - 72.6Tunisia  - 75.9Turkey  - 73.6Turkmenistan  - 69.8Tuvalu  - 66.2Uganda  - 54.9Ukraine  - 69.4United Arab Emirates  - 77.3United Kingdom  - 80.5United States of America  - 79.7Uruguay  - 77.0Uzbekistan  - 73.6Vanuatu  - 73.1Vatican City (Holy See)  - No permanent populationVenezuela  - 74.5Vietnam  - 73.2Yemen  - 65.2Zambia  - 52.2Zimbabwe  - 57.1

Health Hazards in Construction Research Paper Example | Topics and Well Written Essays - 2250 words

Health Hazards in Construction - Research Paper Example Outdoor workers face a myriad of hazards depending on the type of occupations, season, geographic location and the duration of exposure. A hazard refers to a potential for harm as documented by the Occupational Safety and Health Administration, OSHA (2012). Practically, it would be an activity or condition which, if left uncontrolled could cause illness or injury. Therefore, identifying such hazards and controlling, even eliminating them in good time would be beneficial in preventing illnesses, injuries, and even deaths. To do so, a technique that focuses on the tasks related to a job so as to identify and potential hazards before their occurrence, referred by Weeks (2011) as job hazard analysis, would be undertaken. This technique evaluates the relationship between the work environment and the worker, tasks, and tools employed. Ideally, the identification of uncontrolled hazards triggers the adoption of strategies that would reduce them to acceptable risks levels or completely elimi nate them. Construction is one of the outdoor industry sectors where job hazard analysis serves a significant role. Felperin (2013) categorizes the construction industry as either governmental or private involved with the erection of buildings for commercial or habitation purposes and public works that include roads, tunnels, bridges, airports, and dams among others. Thus, the construction job entails building, repairing, maintaining, modifying, renovating or demolishing of such facilities. In industrialized countries, construction workers constitute between 5% and 10% of the total workforce and globally, 90% of these workers are male. A majority of these are unskilled laborers.

Makeovers Essay Example | Topics and Well Written Essays - 500 words

Makeovers - Essay Example It is through our outward appearances that we project who and what we are to other people. Regardless of how much an individual resembles the idealized images portrayed on movies and in television programs, though, there is a clear and consistent message that the average viewer sitting at home is never ‘good enough’. â€Å"Indeed Smith believes that women view their bodies as ‘objects of work’ requiring attention and upkeep in order to operate well and promote the desired effect†. Weintraub quotes Extreme Makeover creator Nely Galan regarding the reasons she started her reality show. â€Å"You know, women are always saying, ‘Oh, if I had a personal trainer and chef like Oprah, or liposuction like actresses do †¦Ã¢â‚¬â„¢ Well, we’re going to give them that.† Critics of these shows discount the professed counseling and other therapy offered as meaningless coatings on the real issue at hand, which is â€Å"getting you that new b od, the one that will make all your friends and family at last see you as being ‘hot’.However, for many people, being able to classify themselves as being in the ‘in crowd’ is all they need to feel the confidence necessary to make the changes that lead to a better life. It is this hope for the future that the programs play on, both for those participating in the program and for those at home watching their television sets. With confidence that your home, your garden, your abilities, etc.